This chapter discusses how students see the past, understand history, and look to the future and whether or not they see a role for themselves in the construction of the future once they have completed a history course. Historical narratives convey morals and place individuals within a trajectory of events. The goal of history education, according to the author, is to inquire into human nature in order to create a more active and informed citizenship. The authors continue with a discussion of the difficulties and problems of transmission style, teaching and rote memorization of history for students and how using historical thinking and reasoning in the classroom would enhance student learning and understanding of history. They continue with a discussion on the history of psychology and how it aids, and is a part of, teaching intellectual history. Intellectual histories deal not only with events and change but also with describing the products of intellectual endeavours. The aim of the research project the authors discuss is two-fold: how does a course on history of psychology affect how students view psychology; and how does taking the course affect (or not) the choices the students make in relation to their future? Before the authors discuss the research project, they describe the characteristics of the history of psychology course. After taking the course, while students could add more information (names and dates) into their narratives of the past, the structure remained relatively the same, linear and simplistic, with events flowing in sequence. The students moved from historical knowledge to a historiographical style (3 different types: mentalistic saga, positivist romance, and distal romance). The teachings in the course offer students more information and reflection on events in the past but it neither has an effect on the historical narrative received nor does it affect students’ orientation for future action.